Socially Learned Cheating Behavior Through Faculty Deterrence

Research on service learning in business education often enumerates its efficacy and overall value. The focus on business students attitudes toward service learning offers insight into program design and implementation of service learning into business curricula. This study investigates the distinctions between undergraduate and graduate business students attitudes related to service learning in the business college of a Midwestern liberal arts university. A survey was distributed to a total of 210 students in three of the colleges undergraduate and graduate business courses respectively. Students assessed their motivation, preparation, and skills to meet and fulfill service learning projects. Results of this study reflected that graduate business students possessed greater levels of commitment and skill sets to perform service learning projects. These data support an ideology that undergraduate business students may need more social development and academic preparation to gain the maximum benefit from service- learning projects. Traditional-age undergraduate business students were surveyed; thus responses to survey questions could have differed greatly if the undergraduate business students surveyed were non-traditional-aged or returning adult students.

Technological innovation and entrepreneurship contribute significantly to the U.S. economy. U.S. colleges and universities contribute to this technological innovation through, for example, entrepreneurship education programs for undergraduate engineering students. In order to design these programs and related courses, however, there is a critical need to better understand engineering students' career choices, personal characteristics, and contextual factors that may be related to innovation and entrepreneurship, especially as how these compare with those among their peers in business, where the bulk of entrepreneurship education historically has been offered. There also is a need to understand similarities and differences in entrepreneurship-related characteristics by gender, given research suggesting a gender gap in entrepreneurial pathways. This study is designed to address these topics. The participants were 518 engineering and 471 business undergraduate students from 51 U.S. universities and colleges who took the Young Entrepreneurs Study (YES) survey in 2012. The results indicate that, in general, engineering students have lower entrepreneurial intent than do business students, and women have lower entrepreneurial intent than do men among both engineering and business students. Compared with their counterparts in business, engineering students also rated themselves less positively on several personal characteristics that are related to entrepreneurship, have less interaction with mentors, and have been less involved in entrepreneurship activities and extra-curricular activities. Implications for pedagogy and practice, including those in multidisciplinary classrooms, are discussed.

PurposeThis paper aims to investigate the impacts of teaching style, English language and communication and assessment methods on the academic performance of undergraduate business students in introductory quantitative courses such as Statistics for Business 1 and 2, Quantitative Methods for Business, Operations and Production Management and Operations Research in a non-Western setting.Design/methodology/approachData was collected from 750 undergraduate business students in third- and fourth-year classes at the UAE University (UAEU). Descriptive statistics were used to gain some insights into the demographic and educational characteristics of respondents and their opinions regarding the importance of the three factors of concern to their understanding of quantitative courses material, along with multiple regression analysis that was used to test the hypotheses of the study.FindingsThe results of the present study indicate the importance of the teaching style in terms of the way the lecturer speaks and the pace of presenting the material, in addition to the structure of the lecture in understanding quantitative course material. Additionally, availability and contents of the material on the course website play an important role in helping undergraduate business students understand the subjects of quantitative courses. The study revealed that the UAEU undergraduate business students are, to some extent, uncomfortable in reading printed textbooks and writing reports on quantitative topics in English. The results of multiple regression analysis revealed that both teaching style and English language and communication have a great influence on the academic performance of UAEU undergraduate business students.Research limitations/implicationsThe paper has a number of limitations. For instance, the sample was taken only from students in a single university. Moreover, this study focuses on the business students and in turn, it excludes students of other colleges. On the other hand, it has a number of implications for administrators, instructors and researchers. Administrators should pay special attention when setting admission standards. Instructors teaching quantitative courses should prepare well-structured lectures and deliver them at a reasonable pace to allow students the time to understand them. They should also pay attention to the way they speak. For researchers, this study will indicate the need for further research to confirm or refute the results of the present study.Originality/valueThe present study is the first attempt to investigate the impacts of the three factors of concern on the academic performance of undergraduate business students in introductory quantitative courses in a public university setting in the UAE context.

With changes introduced to the work environment since the COVID-19 pandemic, an ever-increasing amount of interest has been focused on virtual leadership. This chapter researches the topic of virtual leadership and focuses on investigating business students' perceptions of skills relevant to virtual leadership positions. The chapter presents an empirical exploratory research study conducted through four focus groups with 20 undergraduate business students. The findings reveal business students have a relevant understanding of the differences between traditional and virtual work environments. Socialization and isolation are among the most dominant themes regarding the differences in work modes. The findings also show that business students understand the challenges associated with leading in virtual and remote work settings, and they prefer traditional future leadership positions to avoid such challenges. The study highlights several relevant leadership skills needed according to business students such as communication, the ability to engage, and technological competencies.

This corpus-based study investigated hand-written argumentative essays versus ChatGPT-generated essays written by two groups of EFL Saudi undergraduate business students. The aim was to compare the use of circumstances and processes and their associated participants, employing Halliday's (2014) Systemic Functional Linguistics framework. Since students rely on ChatGPT in writing, examining how the integration of ChatGPT influences their linguistic choices is pertinent. Identifying the most common transitivity process used in students’ writing would contribute to pedagogical interventions that improve students’ writing abilities and foster successful communication. Thirty-eight Saudi EFL undergraduate business students were randomly selected from the English Language Skills Department, Common First Year, King Saud University. The study used an experimental design with a control group and an experimental group. The participants were required to write an argumentative essay about whether or not money is a true indicator of the success of a business. Nineteen of the participants used ChatGPT as a tool in writing, and the other half did not. To calculate the number of clauses, the UAM Corpus Tool was used and the transitivity analysis was done manually. Results showed that the relational process was the most frequently used transitivity process in the control group essays. The participants identified and described the concepts they mentioned while writing. However, the material process was the experimental group’s most frequently used transitivity process. The participants referred to their experiences while getting information from ChatGPT, leading them to use the material process. The current study focused on providing valuable insights into undergraduate business students’ writing. Further studies can investigate different levels of students and other types of essays using ChatGPT.

The relationship between self-disclosure and Criminal Justice personnel was studied. The subjects were Criminal Justice, Arts and Science, and Business undergraduate students. All subjects were given Jourard's Self-disclosure Scale. Subjects were asked to indicate their disclosure to four target persons: mother, father, male friend, and female friend. When analyzed in three separate repeated measures of analyses of variance data suggested no significant differences between Criminal Justice majors and the other college groups on self-disclosure. However, Criminal Justice majors with no police experience or little police experience disclosed more than Criminal Justice majors with extensive police experience. Older respondents disclose significantly less than do younger respondents.

The main purpose of this study is to understand the demographic, personal and situational determining factors leading to academic misconduct among undergraduate students by comparatively analyzing the differences among Economics and Business students and other major students. Two thousand four hundred ninety-two undergraduate students from different Portuguese Public Universities answered a questionnaire regarding their propensity to commit academic fraud, 640 of whom were Economics and Business students. Results concluded that Economics and Business students can be distinguished from others regarding the likelihood of copying from the other Major students. Younger students admit more readily to the possibility of cheating than older students. Results indicate a greater probability of acceptance of dishonest practices outside the area of Economics and Management and a greater probability of condemnation of improper practices by students of Economics and Management. This indicates that students of Economics and Management are aware that their behavior is incorrect and unacceptable; peer-pressure and the learning process itself constitute the main justifications provided by Economics and Business students for their fraudulent actions. Implications for this practice are discussed.

Three approaches to learning are distinguished in the learning literature: a surface, deep and strategic approach to learning. The surface approach to learning is characterized as undirected rote learning, motivated by a fear of failure. The deep approach to learning is characterized as interested learning, seeking personal meaning in what is being learned, and stems from an intrinsic motivation. The strategic approach to learning is described as organized studying guided by an awareness of learning in context, with the intention to do as well as possible in the course. Although the deep approach to learning is preferred and stimulated by many educational researchers, the empirical evidence that this approach leads to the best results in every context in higher education is contradictory. The key research question in this dissertation is; What approach to learning leads to success for undergraduate students in business and how can students be stimulated to use this approach? The dissertation starts with a cross-sectional study among three consecutive cohorts of first-year students. The correlation between approaches to learning and study success of these students is analyzed. Approaches to learning are measured by means of the ASSIST questionnaire developed by Entwistle. Study success is measured in terms of the grades and credits for all first-time exams during one academic year. The analysis of the data reveals a significant positive relationship between the strategic approach to learning and study success and significant negative relations between the surface approach to learning and study success. No correlation is found between the deep approach to learning and study success. This is inconsistent with the broadly accepted idea that the deep approach to learning leads to the best study results. Reasons for this deviation are likely to be the specific disciplinary context of business. Secondly, a longitudinal study on the variability of learning strategies is reported. Many educational experiments are based on the premise that students’ approaches to learning can be changed by changing the learning environment. These experiments frequently yield opposite results, i.e. students increase the surface approach to learning in response to the educational changes. At this point there is no clear evidence for either variability or stability of approaches to learning, or for the mechanisms to change approaches to learning. Three perspectives on this issue are proposed: a personality trait perspective, a development perspective, and a contingency perspective. These perspectives are tested with a longitudinal study on the development of approaches to learning in two different educational environments. Analysis of the data implies that approaches to learning are rather stable over time, in line with what the trait perspective implies. Thirdly, a design-oriented study is conducted to develop a model that can be used in practice by student counsellors. This model serves as a guide for student counsellors to help students who are at risk for drop-out. It provides a framework to help students change their approaches to learning in order to improve their study results. Twelve cases are presented and analyzed with a specific focus on the design of the model. The effects of the counselling on the students’ study performance are analyzed. Finally, recommendations for the application of this model are given. Overall, this dissertation sheds light on the approaches to learning of students in business-related programs at the undergraduate level. One major finding is that the results of previous studies of student learning in other disciplines do not appear to apply to the discipline of business. In addition, the results give reason to claim that improving student learning (in undergraduate programs in business studies) should not be done by way of expensive redesigns of curriculum content and teaching methods. Instead, targeted interventions at the level of underperforming individual students seem to be more effective and efficient.

The development and validation of the Blended Socratic Method of Teaching (BSMT): An instructional model to enhance critical thinking skills of undergraduate business students

The Effects of Experience and a Decision Aid on the Slope, Scatter, and Bias of Earnings Forecasts

Research on managerial decision making (MDM) is often conducted using business students. By using students as subjects in experiments, researchers assume that the results generalize to managers. To test this assumption, the decision making of managers was compared to that of graduate and undergraduate business students using a complex decision task in which all subjects were equally naive. There were no significant differences between the managers and graduate business students. The undergraduate students, however, made more costly decisions, used less effective decision heuristics, and were more erratic than the managers and graduate students.

Research on managerial decision making (MDM) is often conducted using business students. By using students as subjects in experiments, researchers assume that the results generalize to managers. To test this assumption, the decision making of managers was compared to that of graduate and undergraduate business students using a complex decision task in which all subjects were equally naive. There were no significant differences between the managers and graduate business students. The undergraduate students, however, made more costly decisions, used less effective decision heuristics, and were more erratic than the managers and graduate students.

ABSTRACTA two-phase study explored the role of academic majors in identity development and affirmation among undergraduate collegestudents. Phase one of the study examined the existence of identity images for five academic majors (i.e., Hospitality Management;Recreation, Parks & Tourism Management; Journalism; Fashion Design; and Biology). Phase two measured students’ desire for these identity images. Results of the qualitative analysis inphase one suggested that undergraduate students associate unique sets of identity images with academic majors. ANOVA with posthoc analysis in phase two was used to analyze quantitative data collected from 272 surveys assessing the desirability of the identity images revealed in phase one. Results of phase two suggest that students enrolled in a particular major desire the identity image associated with their chosen major more than the images associated with other majors. Thus, it appears that academic majors symbolize discrete sets of identity images and an independent choice of an academic major may play a vital role in the identity development and affirmation process among undergraduate college students through association with desired identity images. Academic majors may be selected for their ability to affirm valued aspects of identities. Implications for Hospitality Management and Tourism educators are discussed.

While half of undergraduate students in business are women, only one in five full professors in business in the US are female. According to the pipeline theory, this discrepancy should correct itself through time and more women join the ranks of full professors. However, the pipeline seems to leak, as the adjustment is slow. Student evaluations of teaching (SET) is one of the measures used to evaluate faculty. If there is a gender bias in student evaluations, where female faculty is valued less than male faculty, this could contribute to the leaky pipeline by reducing women’s promotion possibilities. Looking at student evaluations among undergraduate business students at an Icelandic university in 127 courses from 2010 to 2015, I estimate the difference between SET for male and female faculty, using random-effects ordered logit regressions. I find that female faculty receive lower evaluations than male faculty in a simple model. In a model linking each of the covariates with gender I find an even greater gender bias for full-time faculty, while female part-time instructors receive higher SET than their male counterparts.

Purpose Allowing for interaction with foreign cultures without the need to travel, intercultural virtual collaboration represents a potential tool to develop business students’ intercultural competence. This study aims to explore students’ perceptions towards the implementation of a research-based task sequence in a project in which undergraduate Business students from Spain collaborated virtually with undergraduate business students from The Netherlands during a semester. More specifically, this paper investigates what intercultural competence indicators were mostly developed by the sequence implemented; how much each task from the sequence in question developed different intercultural competence indicators; and how much students enjoyed participating in each task. Design/methodology/approach Data was collected through after-task reflection questionnaires. A quantitative analysis of Likert-type questions was carried out and open-ended responses were used to illustrate findings. Findings Results reveal that the task sequence developed different dimensions of students’ intercultural competence and, particularly, fostered a positive attitude towards intercultural relationships, increased students’ cultural knowledge and awareness and equipped students with skills to work in diverse teams. It also showed that as complexity grew along the sequence, the average students’ perception of their intercultural competence development tended to decrease. The majority of students’ very much liked participating in the different tasks. Originality/value Designing telecollaborative projects can be very challenging and understanding the learning potential of different pedagogical strategies for virtual collaborative environments can help teachers to take better-informed decisions.